Improving Writing Skills through Essay Writing via 'Write & Improve' for Error Analysis and 'Padlet' for Collaborative Writing & Peer Review

Abstract

This study was carried out to improve the undergraduates’ writing skills through essay writing via Cambridge English 'Write & Improve' synchronously in the classroom for error analysis and 'Padlet' asynchronously outside the classroom for collaborative writing and peer review. However, previous research proved that Cambridge English 'Write & Improve' and Padlet could enhance students' engagement in mastering writing skills. It also recommended that the students be allowed to self-correct the most recurring errors in their writing tasks through error analysis using 'Write & Improve', and the students should go through peer review by writing collaboratively using Padlet. In this study, the researchers employed a quantitative and cross-sectional study by gathering and evaluating the results of two research groups, the control and experimental groups, both in the pre-test and the post-test. The experimental group pursued the training through digital learning, while the control group used traditional learning. However, after the post-test, the researchers administered the Paired t-test, as the sample size is 30 ( ), as part of the statistical analysis. The results showed that the calculated t (10.66) tabulated t (1.740) proved that the writing assessment training was effective. The Null Hypothesis , which said that the training had no significant effect because there was no significant improvement in the experimental group after the training, was rejected, and the Alternative Hypothesis (H1), which said that the training was effective because there was significant improvement in the experimental group after the training was accepted. Therefore, the findings demonstrated a subtle growth in the experimental group's writing skills in the post-test after three months of training.